The main purpose of this study was to examine the degree of implementation of the social and emotional approaches by the female teachers in teaching female gifted students. Seventy-item questionnaire was developed as the study instrument covering six strategies: brainstorming, role playing, dramatic playing, group discussion, storytelling and debating. Population of the study (N=194) were female gifted students at the secondary school level in Bisha district–Saudi Arabia. Statistical analysis was performed using SPSS 20.0. Pearson correlation and Cronbach’s {\displaystyle \alpha }α (alpha) coefficients were used to test the validity and reliability of the questionnaire. The results indicate that the degree of implementation of these strategies was medium. Moreover, there were no significant statistical differences between the gifted students’ rating of the degree of implementation of each strategy by their teachers and for all strategies as a whole according to the study level. The study recommends the necessity of conducting training sessions for the gifted teachers to train them on how to employ the social emotional learning strategies during the class.
Keywords: Bisha district, Gifted students, Learning strategies, Social-Emotional Learning
